Unit2PoemsPeriod4Reading,ListeningandWritingTeachinggoals1.Targetlanguagea.keywordsandphrases:pattern,rhythmic,rhyme,rhythm,sunlight,darkness,warmth,underlined,loadb.keysentences:I’mnotgoingtodo….Iplantodo…I’lldo….Iamlookingforwardtodo…..IfIweretheruleroftheworld,Iwoulddo….IfIhadamilliondollars,Iwoulddo….Ifeelhappywhen….Slowlythemoonclimbsinthesky….2.Abilitygoalsa.Enablethestudentstounderstandtherhymeandrhythmofthepoemandgraspthemainidea.b.Enablethestudentscangettheinformationfromthelongpassagebylistening.c.Enablethestudentscanexpresstheirfeelingsbywritingpoems.3.Learningabilitygoals:a.Enablethestudentstoknowhowtogetthekeywordstounderstandthepoem.b.Enablethestudentscanfindwheretherhymeandtherhythmofthepoemare.c.Helpthestudentslearnhowtogetsomeskillsinlistening.d.Enablethestudentstolearntopresentenoughreasonstosupporttheiropinions.e..Helpthestudentslearntowritepoemsusingthetargetlanguageaccordingtothewritingsteps.4.Teachingimportantpointsa.Helpthestudentstounderstandwhattherhymeandrhythmare.b.Trainthestudentstogetthekeywordsbyreadingthequestionbeforelistening.c.Teachthestudentstowriteaccordingtothewritingsteps.5.Teachingdifficultpoints用心爱心专心a.Howtohelpthestudentscanfindwheretherhymeandtherhythmofthepoemare.b.Howtohelpthestudentstomakeupdialogues,usingthetargetlanguage.c.Howtohelpthestudentstowritethepoemtoexpresstheirfeelings.6.TeachingmethodsCooperativelearningandTask-basedlearning7.TeachingaidsArecorder,computer,slideandblackboard8.Teachingprocedure&ways:Step1GreetingsandrevisionTeachergreetsthewholeclassandchecksthehomework.Task1.RhymeTeacherasksthewholeclasstoenjoyapoem(showingitonthescreenbycomputer)Therewasanoldwomantheysay;Whowouldeatanappleaday;Whenaskedshereplied;It’sgoodformyinside;ForIamneverillanyway.Teacheraskssomequestions:Question1:Doyouthinkpoemisfunny?Whatismainideaofthepoem?(Totellusanappleisgoodforourhealth)Question2:Couldyoufindtherhymeofthelastwordineachline?(say//day;replied//inside;anyway)Therhymeinthispoemis“aa//bb//a”.Task2.RhythmEnjoyasong----LittleStarsTeacherasksthestudentstolistentoandfollowit.Afterthat,teacherasksthemtofindtherhymingwordsandsharethem.Thistimeteachertellsstudentsthepoemnotonlyhasrhyme,butalsohastherhythmsothatpeoplecansingitaswellasreadit.Step2pre-readingTeachertellsthestudentstheywilllearnanewpoemwhichisalsoasongwrittenbyRodMcKuenandasksthestudentstolistentothepoemtofeelandthinkabout.用心爱心专心Task1.SpeakingShowsomequestionsonthescreenbeforestudentslisten.1.Doyouthinkthespeakerinthepoemismoreliketobeagirlfriend/boyfriendoraparent?2.Doesthepoemhavearhythmicpattern?3.Doesthepoemhaverhymingwords?Afterlisteningtothepoem,thestudentshavesomeminutestospeakandsharetheiropinions.Task2.DiscussionOpenquestion:Whenyouwerelisteningtothepoem,diditmakeyoufeelsomethingorthinkaboutsomething?Whatdiditmakeyoufeelorthinkabout?Thisquestionhasnostandardanswers,thestudentscandiscussandexpresswhattheythinkfreely.Step3While-readingTeacherasksthestudentsopentheirbooksandturntopage14.Task1Readthetextfollowingthetape.Teacherasksstudentstofollowthepoemsintheirbookswhilelisteningtothetapeagainandasksthemtoreadaloudinpairs.Task2Findthewordsthatrhymeandcirclethem.Teacherasksstudentstofindandcircletherhymingwordsandlistthemontheblackboardtoshare.Task3ClapthestrongbeatsoftherhythmTeacherwritesthefirstfourlinesontheboard,andasksstudentsto...
